Table 3.1 The Description of the Cycles
Cycles Pre-liminary
Cycle I Cycle II
Meet- ing
Pre- meeting Meeting
1 Meeting
2 Meeting
3 Meeting
4 Meeting
5 Meeting
6 date
04 – 17
012011 1402
2011 1602
2011 2102
2011 2302
2011 2802
2011 0203
2011 topic
Asking giving
opinion Asking
giving opinion
Asking giving
opinion Simple
past tense Simple
past tense
Simple past
tense
E. Action Research
This research is begun with the introduction and will be continued by the 1
st
cycle. After analyzing and reflecting in the 1
st
cycle, the research will be continued by the 2
nd
cycle. The description of classroom action research will be described as follow:
Introduction
1. Interviewing the English teacher
2. Deciding the subject of research
3. Observing the learning process in the classroom will be observed
4. Giving the questionnaire to the students
Cycle 1
Planning 1.
Making lesson planning 2.
Discussing about lesson planning with the English teacher. 3.
Preparing observation form and observation instrument Acting
1. Explaining the material
2. Learning speaking by using CTL
3. Discussing and performing by the students
Observing 1.
Observing the student in the class 2.
Giving questionnaire to the student 3.
Analyzing the data which have been collected in every meeting Reflecting
1. Evaluating teaching and learning process
2. Analyzing students‟ motivation in speaking
3. Discussing with English teacher
4. Deciding advantages and disadvantages of the first cycle
Cycle II
Planning 1.
Identifying the problem in cycle I 2.
Discussing about lesson planning with the English teacher. 3.
Preparing questionnaire instrument and observation instrument Acting
1. Explaining the material
2. Learning by using CTL
3. Discussing and performing by the students
Observing 1.
Observing the student in the class 2.
Giving questionnaire to the student 3.
Analyzing the data which have been collected in every meeting Reflecting
1. Evaluating teaching and learning process
2. Analyzing students‟ motivation in learning speaking
3. Discussing with English teacher
4. Deciding the advantages and disadvantages of the cycle 2.
F. Kind and Resource of the Data
1. Data resource
The data resources of this study are students, teachers, and a researcher. 2.
Kind of the data There are qualitative and quantitative data used in this study. Qualitative data
are interview result, observation result, and documentations. Quantitative data are the result of students‟ works, and the result of questionnaire.
G. Instrument in Data Collecting
1. Observation form
Observation form will be conducted by the teacher as observer in the classroom, and will be filled in every meeting. The observer used observation forms
to note students‟ activity in the classroom, such as: coming on time, interesting in
learning speaking using Contextual Teaching and Learning, bringing media and source for learning, paying attention to the teacher, answering
teacher‟s questions, responding
teacher‟s questions with enthusiasm, doing the task well, learning English by Contextual Teaching and Learning well, and not giving up in answering
teacher‟s questions. Observation form is also used to note the teacher performance in the classroom.
2. Interview instrument for students and teacher
Interview for the teacher is done before the research and after the research. In the preliminary research, the questions for the teacher are about the
student‟s motivation, the teacher‟s method to improve students‟ motivation, the teacher‟s
difficulties in managing students ‟ activity, and the students‟ respond on her method.
In the end of research, the questions for the teacher are about the usage of CTL to improve student‟s motivation, the advantages and disadvantages of CTL, and the
development of student‟s motivation and ability in learning speaking.
Interview for the students is done at the end in every cycle. The questions in preliminary research are about: the students
‟ interest in learning speaking, the students‟ opinion about teacher‟s method, the students‟ way in learning speaking,
and the stud ents‟ activity in doing the task. In questions in the end of research are
about: the students‟ opinion about CTL, the students‟ interest in learning speaking using CTL, the students‟ activity in doing the task using CTL, and the students‟
opinion about the improvement of their motivation in learning speaking using CTL. 3.
Questionnaire of students‟ motivation Questionnaire is given to the students in the first of this research, and at the
end in every cycle, to know the students‟ motivation in learning speaking. It consists of 28 questions, 15 positive questions and 13 negative questions. The questions are
about positive task orientation, ego involvement, need for achievement, high aspirations, goal orientation, perseverance and tolerance of ambiguity. The writer
gives alternative option of the answer: Very Often Sangat Sering, Often Sering, Sometime Kadang-Kadang, Rarely Jarang, And Never Tidak Pernah.
4. Test
The test is used to compare students‟ achievements before conducting the research and after conducting the research. The writer conducted an oral test. The
test used is based on the activity of Contextual Teaching and Learning principle.
In order to give score of the students‟ speaking ability, the writer used the „Proficiency Descriptions‟ stated by Arthur Hughes in his book, they are:
Pronunciation
1. Pronunciation frequently unintelligible 2. Frequent gross errors and a very accent make understanding difficult require frequent
repetition. 3. “Foreign accent” requires concentrated listening, and mispronunciations lead to occasional
misunderstanding and apparent errors in grammar or vocabulary. 4. Marked “foreign accent” and occasional mispronunciations which do not interfere with
understanding. 5. No conspicuous mispronunciations, but would not be taken for a native speaker
6. Native pronunciation, with no trace of “foreign accent” Grammar
1. Grammar almost entirely inaccurate except in stock phrases. 2. Consonant errors showing control of very few major patterns and frequently preventing
communication. 3. Frequent errors showing major patterns uncontrolled and causing occasional irritation and
misunderstanding. 4. Occasional errors showing imperfect control of some patterns but no weakness that causes
misunderstanding. 5. Few errors, with no patterns of failure.
6. No more than two errors during the interview. Vocabulary
1. Vocabulary inadequate for even the simplest conversation. 2. Vocabulary limited to basic personal and survival areas
3. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics.
4. Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions.
5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.
6. Vocabulary apparently as accurate and extensive as that of an educated native speaker. Fluency
1. Speech is so halting and fragmentary that conversation is virtually impossible. 2. Speech is very slow and uneven except for short or routine sentences
3. Speech is frequently hesitant and jerky; sentences may be left uncompleted. 4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for
words. 5. Speech is effortless and smooth, but perceptively non-native in speed and evenness.
6. Speech on all professional and general topics as effortless and smooth as a native speaker‟s. Comprehension
1. Understands too little for the simplest type of conversation 2. Understands only slow, very simple on common social and touristic topics; requires constant
repetition and rephrasing. 3. Understands careful, somewhat simplified speech when engaged in a dialogue, but may
require considerable repetition and rephrasing. 4. Understands quite well normal educated speech when engaged in a dialogue, but requires
occasional repetition and rephrasing.
